A Current problem in high school mathematics education is what mathematical topics ought to be taught to twelfth-grade high school students. Woodby (1965), in a survey of emerging twelfth-grade programs, concluded that no particular program seems to be the most appropriate one at the present time; however, he noted that both acceleration and enrichment were included in what he termed “strong mathematics programs.” Many writers feel that acceleration is often overemphasized. For example, Grossman (1962) argues that too often enrichment is slighted in favor of acceleration.